Flipped classroom

analysis of an experience on undergraduate biochemistry teaching/learning

Abstract

Active teaching methods have been adopted in the training of professionals from different areas, stimulating critical thinking and improving the teaching-learning process. The "flipped classroom" format is a learning tool that combines the preparation of the student, who assumes a more active posture, becoming the main agent and (co)responsible for his learning, different from the traditional teaching model that focuses on the unilateral transmission of knowledge, showing some deficiencies in the teaching/learning process. The present experience report aims to observe and evaluate the insertion of the "flipped classroom" as an active methodology applied to the teaching of Biochemistry, in order to sensitize students to approach and develop skills that help in the understanding of the proposed content and arouse their interest in areas said to be complex and sometimes abstract, in addition to investing in the training of future teachers. The dialogue between the results obtained in the practical activity and the context, mediated by a collaborative partnership between instructor and professor, under the critical-reflexive proposal triggered by the active methodology of "flipped classroom", transformed the panorama of higher education, improving the learning process.

Keywords: Active methodologies. Flipped classroom. Biochemistry. Casein.